STEM
Lesson Plan based on the 7E Model
Author: Santosh Kumar Biswa,
Sr. Teacher, Damphu CS, Tsirang, Bhutan
After reading 'Approaches to Teaching and
Learning in the Diploma Programme' (IBO, 2018), 'A Review of Research on
project-based learning' (Thomas, 2000), and 'The 7E Inquiry Model' (Schaut,
2014), I have gained valuable insights into various instructional models and
approaches in shaping my lesson planning. These frameworks have guided me in
designing engaging and challenging lessons that promote student learning. By
incorporating active participation, hands-on activities, and real-world
connections, I create meaningful learning experiences. In this paper, I am
presenting the 7E lesson plan for teaching figurative language includes eliciting
prior knowledge, engaging with examples, exploring different passages,
explaining the types of figurative language, elaborating through group
presentations, evaluating comprehension, and extending learning through a
creative writing activity. Each stage is designed to progressively deepen
students' understanding and application of figurative language concepts.
Brief Background of the Lesson Plan
The lesson plan is designed for Grade 11
students. The lesson will take one class period (approximately 45 minutes) to
complete. The lesson will be conducted in a traditional classroom setting. The
lesson plan will begin with a review of prior knowledge. The teacher will ask
students to define and provide examples of different types of figurative
language that they have learned in grades 9 and 10. The teacher will then
introduce the topic of the lesson: exploring the various types of figurative
language and their applications.
The main activity of the lesson will be a
7E inquiry. The teacher will guide students through the 7E stages: elicit,
engage, explore, explain, elaborate, evaluate, and extend. The teacher will
provide students with handouts and resources to help them learn about
figurative language. Students will also be encouraged to collaborate with their
classmates and share their ideas.
The assessment of the lesson will be
formative. The teacher will observe students during the lesson and provide
feedback on their understanding of figurative language. The teacher will also
collect student work, such as annotations and presentations, to assess their
learning. The differentiation of the lesson will be based on student readiness.
The teacher will provide additional support for students who are struggling and
challenge students who are ready for a challenge and the resources for the
lesson will include handouts, articles, websites, and videos. The teacher will
provide students with these resources at the beginning of the lesson.
The conclusion of the lesson will be a
discussion of the key concepts covered. The teacher will ask students to
reflect on their learning and the importance of figurative language in
literature. The teacher will also provide students with opportunities to share
their creative work.
LESSON PLAN
Subject: Language Arts
Grade:
11
Topic: Figurative
Language, its Types and Applications
Teaching
Learning Materials: Whiteboard,
Whiteboard pens, Paper, Handouts on figurative language, reader, and excerpts
from literary texts.
Lesson
Objectives - Bloom's Taxonomy (Bloom, Engelhart, Furst, Hill, &
Krathwohl, 1956)
At
the end of the lesson, the student will be able to
·
understand
the concept of figurative language and its purpose in literature (Comprehension).
·
identify
and categorize different types of figurative language (Knowledge).
·
analyze
the impact of figurative language on the meaning and tone of literary texts (Analysis).
·
apply
figurative language effectively in writing to enhance creativity and expression
(Application).
Lesson
Objectives - The SMART model (Doran, 1981)
At
the end of the lesson, the student will be able to
·
identify
and explain examples of similes, metaphors, personification, and hyperbole in a
given text (Specific).
·
identify
and categorize different types of figurative language will be assessed through
their annotations and analysis of literary passages (Measurable).
·
have
the necessary support and resources to understand and apply figurative language
concepts effectively after the teacher provides examples, explanations, and
group activities (Attainable).
·
Understand
that figurative language is crucial for students' comprehension and analysis of
literary texts, as well as for their own creative writing and expression (Relevant).
·
to
demonstrate their achievement of the objectives through class discussions,
presentations, and the completion of assessments and creative writing tasks (Time-bound).
Introduction
·
Begin
the lesson by engaging students in a discussion about the importance and
purpose of figurative language in literature (Lee & Spratley, 2010).
·
Recapitulate
their prior knowledge by asking students to provide examples of different types
of figurative language that they have learned in grades 9 and 10 (Zwiers,
2009).
·
Introduce
the topic of the lesson: exploring the various types of figurative language and
their applications (Lees & Tsouroufli, 2015).
Lesson Development
The teacher will move into the activity
part of the lesson using the 7E stages: (elicit, engage, explore, explain,
elaborate, evaluate, and extend).
7E Stages:
Elicit:
· Elicit students'
prior knowledge of the figurative language by asking them to define and provide
examples of different types (Schaut, 2014).
· Prompt them to
discuss the effects of figurative language on the reader and the purpose it
serves in writing (Thomas, 2000).
Engage:
· Share excerpts from literary texts that showcase vivid
examples of figurative language (Eisenkraft, 2003).
· Discuss the impact
of the examples, focusing on the emotions evoked and the enhanced understanding
of the text (Zwiers, 2009).
·
Provide
each student with a handout containing a variety of
literary passages (Eisenkraft, 2003).
·
Instruct
students to read the passages and identify examples of similes, metaphors,
personification, and hyperbole (Zwiers,
2009).
·
Encourage
them to annotate the passages and note down their interpretations and the
effects of each type of figurative language (Tomlinson, 2001).
Explain:
·
Facilitate
a class discussion on the identified examples of figurative language (Schaut,
2014).
·
Define
and explain the four types of figurative language: similes, metaphors,
personification, and hyperbole (Lee & Spratley, 2010).
·
Provide
additional examples and guide students in understanding the purpose and impact
of each type (Zwiers &
Crawford, 2011).
Elaborate:
·
Divide
students into small groups and assign each group one type of figurative
language (Tomlinson, 2001).
·
Instruct
groups to create a presentation or poster that showcases examples and
explanations of their assigned type (Bellanca & Fogarty, 2004).
·
Each
group should present their findings to the class, highlighting the unique
characteristics and effects of their assigned figurative language (Tomlinson
& McTighe, (2006).
Evaluate:
·
Distribute
a passage that incorporates multiple instances of figurative language (Zwiers, 2009).
·
Instruct
students to analyze and annotate the passage, identifying and categorizing the
different types of figurative language used (Tomlinson, 2001).
·
Review
and provide feedback on their analysis, focusing on the accuracy and depth of
their understanding (Tomlinson & McTighe, (2006).
Extend:
·
Engage
students in a creative writing activity where they will compose a short poem or
prose piece that incorporates multiple types of figurative language (Zwiers, 2009).
·
Encourage
them to experiment with different types and use figurative language to enhance
the meaning and impact of their writing (Tomlinson, 2001).
·
Provide
a checklist or rubric for students to self-assess and revise their creative
pieces before sharing them with the class (Tomlinson & McTighe, (2006).
Closure of the lesson
· Review the key
concepts covered in the lesson, emphasizing the understanding of figurative
language and its types (Zwiers, 2009).
· Provide an
opportunity for students to share their creative pieces and discuss the
effective use of figurative language (Tomlinson, 2001).
· Allow students to
reflect on their learning and the importance of figurative language in
literature (Lees & Tsouroufli, 2015).
· Close the lesson
by reiterating the significance of using figurative language to enhance writing
and expression (Zwiers &
Crawford, 2011).
Assessment
- The teacher will assess
students' understanding of the topic through quizzes (Tomlinson, 2001).
- The teacher will provide
feedback on students' work to help them improve their understanding of the
topic (Zwiers & Crawford, 2011).
Differentiation
- The teacher will differentiate
the lesson to meet the needs of all students (Tomlinson, 2001).
- For example, the teacher will
provide more support for students who are struggling or provide more
challenging tasks for students who are ready for a challenge (Tomlinson & McTighe, (2006).
Resources
- The teacher will provide
students with a variety of resources to help them learn about the topic.
These resources will include articles, websites, and videos (Zwiers, 2009).
Conclusion
This lesson plan
is designed to help students learn about figurative language comprehensively
and engagingly. By starting with a review of prior knowledge, the lesson plan
ensures that students have a foundation on which to build their understanding.
The engaging activities, such as analyzing literary passages and creating
presentations, help students to actively participate in the learning process.
The creative writing activity allows students to apply their knowledge of
figurative language in a meaningful way. The lesson plan also includes a
variety of assessment opportunities, such as annotating passages, analyzing
passages, and creating presentations. This ensures that students can
demonstrate their understanding of figurative language in a variety of ways. It
is designed to meet the needs of a variety of learners and to provide students
with opportunities to apply their knowledge in a meaningful way.
References
Bellanca, J. A., & Fogarty, R. J. (2004). Blueprints
for thinking: Differentiated learning. ASCD.
Bloom, B. S., Engelhart, M. D., Furst, E. J.,
Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational
objectives: The classification of educational goals. Longmans, Green. https://eclass.uoa.gr/modules/document/file.php/PPP242/Benjamin%20S.%20Bloom%20-%20Taxonomy%20of%20Educational%20Objectives%2C%20Handbook%201_%20Cognitive%20Domain-Addison%20Wesley%20Publishing%20Company%20%281956%29.pdf
Doran, G. T. (1981). There's a S.M.A.R.T.
way to write management's goals and objectives. Management Review, 70(11),
35-36.
Eisenkraft,
A. (2003). The 7E Inquiry Model: A research-based approach to effective
teaching and learning. Corwin Press.
IBO.
(2018). Approaches to teaching and learning in the Diploma Programme. ib
Diploma Programme. https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/
Lee,
O., & Spratley, A. (2010). Teaching academic language in diverse
classrooms: A framework for linguistically responsive instruction. Pearson.
Lees,
T., & Tsouroufli, M. (2015). Figurative language in literature: An overview
of its features, functions and effects. English Language Teaching, 8(1),
32-44.)
Schaut,
M. (2014, October 30). A brief overview of the 7E inquiry model. Prezi.
https://prezi.com/il1ej-tcmwh6/a-brief-overview-of-the-7e-inquiry-model/
Thomas,
J. W. (2000, March). A review of research on project-based learning. https://my.uopeople.edu/pluginfile.php/1710727/mod_book/chapter/442740/5282ReviewOfProjBasedResearch.pdf
Tomlinson,
C. A. (2001). The Differentiated Classroom: Responding to the needs
of all learners. ASCD. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/differentiated-classroom2nd-sample-chapters.pdf
Tomlinson,
C. A., & McTighe, J. (2006). Integrating differentiated instruction and
understanding by design. ASCD. https://www.scribd.com/document/158712738/Integrating-Differentiated-Instruction
Zwiers,
J. (2009). Building academic vocabulary: Strategies for developing word knowledge
in students from diverse backgrounds. Heinemann.
Zwiers,
J., & Crawford, M. (2011). Academic language in diverse classrooms:
Definitions, contexts, and strategies. Heinemann.
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